Lesson 1: Natural Resources on Earth 9 - NASA

Lesson 1: Natural Resources on Earth

Lesson Snapshot

Overview Big Idea: Earth offers many natural resources that help us to live. Teacher's Note: Big ideas should be made explicit to students by writing them on the board and/or reading them aloud.

Purpose of Lesson: This lesson introduces students to the natural resources that help plants grow.

Lesson Duration: A total of three hours, which may be spread over several days.

Activity Highlights Engagement: Students work in small groups to explore natural resource items. Groups list the items on a worksheet and record their importance to humans. The teacher leads a discussion to determine the importance of these items to humans.

Exploration: The teacher guides students through a booklet about the natural environment. Students read, discuss and illustrate. Students observe and answer questions about seeds. Students also read, discuss and illustrate a booklet about seeds. Students observe and answer questions about plants. Students also read, discuss and illustrate a booklet about plants.

Explanation: Students verbally identify natural resources that help seeds and plants grow. Students identify plants that provide food for humans.

Extension: Students can also create a shoebox scene, short play, song, story or factual cartoon.

Evaluation: Rubrics guide and assess: ? Poster/mobile ? Assessment

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Moon Munchies

Lesson 1 Natural Resources on Earth

Elementary School; NASA Engineering Design Challenge: Moon Munchies

Lesson 1: Overview

Lesson Duration ? Three hours.

Standards/Benchmarks Technology: Standards for Technological Literacy (STL) (ITEA, 2000/2002)

? Students will develop an understanding of the characteristics and scope of technology. (ITEA/STL 1) -- The natural world and human-made world are different. (ITEA/STL 1A)

Science: Benchmarks for Science Literacy (AAAS, 1993) ? Plants and animals have features that help them live in different environments. (AAAS 5A) ? Magnifiers help people see things they could not see without them. (AAAS 5C) ? Most living things need water, food and air. (AAAS 5C) ? Plants and animals both need to take in water, and animals need to take in food. In addition, plants need light. (AAAS 5E) ? People need water, food, air, waste removal and a particular range of temperatures in their environment, just as other animals do. (AAAS 6A) ? Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out. (AAAS 12A)

Science: National Science Education Standards (NRC, 1996) ? All students should develop an understanding of properties of earth materials. (NSES ? Earth and Space Science) ? All students should develop understanding of personal health and types of resources. ? Resources are things that we get from the living and nonliving environment to meet the needs and wants of a population. ? Some resources are basic materials, such as air, water and soil; some are produced from basic resources, such as food, fuel and building materials; and some resources are nonmaterial, such as quiet places, beauty, security and safety. ? Earth materials are solid rocks and soils, water and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel or for growing the plants we use as food. Earth materials provide many of the resources that humans use.

Social Studies: Expectations of Excellence (NCSS, 1994) ? Social studies programs should include experiences that provide for the study of people, places and environments, so that the learner can consider existing uses and propose and evaluate alternative uses of resources and land in home, school, community, the region and beyond.

English Language Arts: Standards for the English Language Arts (NCTE, 1996) ? Students read a wide range of print and non-print texts to build an understanding of texts, of themselves and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. ? Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Elementary School; NASA Engineering Design Challenge: Moon Munchies

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Lesson 1 Natural Resources on Earth

? Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

? Students adjust their use of spoken, written and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

? Students use spoken, written and visual language to accomplish their own purposes. (e.g., for learning, enjoyment, persuasion and the exchange of information).

Learning Objectives Students will learn to:

1. Identify natural resources on Earth. 2. Identify the natural resources that help seeds/plants grow. 3. Identify plants that provide food for humans.

Student Assessment Tools and/or Methods 1. Rubric for Natural Environment Booklet

Category

Below Target ? 0

At Target ? 1

Above Target ? 2

Illustrations Illustrations are incorrect.

Illustrations are correct.

Illustrations are correct with many details.

Labels

Labels are incorrect. Most labels are correct. All labels are correct.

Application ?Question 1

Student did not

Student partly

apply what he/she

applied what he/she

knows about natural knows about natural

resources to answer the resources to partially

question.

answer the question.

Student applied what he/she knows about natural resources to correctly answer the question.

Organization

Explanation is incom- Explanation is some-

plete, unorganized and what complete,

not logical.

well-organized and/or

logical.

Explanation is complete, well-organized and logical.

Conventions

Many errors interfere with the meaning and confuse the reader.

Some errors, some of which interfere with the meaning and confuse the reader.

No errors; the reader can read easily.

Application ?Question 2

Student did not

Student partly

apply what he/she

applied what he/she

knows about natural knows about natural

resources to answer the resources to partially

question.

answer the question.

Student applied what he/she knows about natural resources to correctly answer the question.

Organization

Explanation is incom- Explanation is some-

plete, unorganized and what complete,

not logical.

well-organized and/or

logical.

Explanation is complete, well-organized and logical.

Conventions

Many errors interfere with the meaning and confuse the reader.

Some errors, some of which interfere with the meaning and confuse the reader.

No errors; the reader can read easily.

Teacher Comment

Elementary School; NASA Engineering Design Challenge: Moon Munchies

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Lesson 1 Natural Resources on Earth

2. Rubric for Poster/Mobile

Requirement

Requirements

Achieved

Above Target

6

Title/Heading Name

1

On Target

4-5

1

Below target

0-3

Four or more facts

1

Words spelled correctly

1

Neat

1

Colorful

1

Score:

6

3. Rubric for Assessment

Requirement Requirements Achieved

Question 1

3

Question 2

4

Question 3

4

Score:

11

Above Target On Target Below target

10-11 7-9 0-6

Resource Materials

Print Materials 1. Berger, M. (1992). All about seeds. New York: Scholastic. 2. Berger, M and Berger, G. (2004). Seed to plant. New York: Scholastic. 3. Royston, A. (2003). My world of science, natural and man-made. Chicago: Heinemann Library. 4. Spilsbury, L. (2006). How do plants grow? Chicago: Heinemann Library. 5. Spilsbury, L. (2006). What is a plant? Chicago: Heinemann Library. 6. Spilsbury, L. (2006). Where do plants grow? Chicago: Heinemann Library.

Audiovisual Materials 1. Burrud, J. & Soto, R. (Producers), & Burrud, J. and Josephson, D. (Directors). (2005). All about natural resources (Video). Wynnewood, PA: Schlessinger Media. 2. Commisso, V. (Producer), & Bastien, C. E. (Director). (2001). The magic school bus gets planted (Video). New York: Kid Vision. 3. Giakoumis, H. (Producer), & Jacobs, L.. (Director). (1995). The magic school bus goes to seed (Video). New York: Kid Vision.

Internet Sites 1. Sample, S. (NASA Official). (December 1, 2004). Fun and games: The earth. Retrieved April 14, 2007, from

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Lesson 1 Natural Resources on Earth

Elementary School; NASA Engineering Design Challenge: Moon Munchies

Lesson 1: 5-E Lesson Plan

Engagement 1. The teacher organizes the students into groups of two to four and gives each group the following items: cup of water, bag of air (the students should focus on what is inside the bag, not the bag itself ), cup of soil, rock, picture of an animal or a jar with a worm or bug in it and a plant. 2. Each team receives Natural Resources on Earth 1. Students complete this worksheet. 3. Groups discuss their answers. The teacher asks students: Where can we find all of these items?

Exploration 1. Each student receives the booklet, Natural Environment (Natural Resources on Earth 2). (Students only complete Pages 1?11 at this time.) The teacher explains to the students that they are going to explore natural resources that are on Earth. The students read page 1, discuss the information on the page and draw pictures. The teacher guides the students through each page in the same manner, allowing time for the students to cut their pages in half and staple the booklets.

The teacher asks the following questions: ? What are natural resources? ? How do people use natural resources? ? Could we survive without natural resources? ? Which resource do you think is the most important? Why? ? Who can recall the objects we looked at before reading the booklet? ? What are all of those objects called?

2. The teacher shows the students a packet of seeds. The teacher asks the following questions: ? What are these? ? What can these seeds produce? ? Do you think seeds are important to people? Why or why not? ? Are seeds a natural resource?

3. Each student receives the booklet, Seeds on Our Earth (Natural Resources on Earth 3). The students read page 1, discuss the information on the page and draw a picture. The teacher guides the students through each page in the same manner, allowing time for students to cut their books out and staple them.

The teacher asks the following questions: ? Where can we find seeds? ? Why are they important to people? ? What do seeds need in order to grow? ? What would happen to a seed if we didn't give it water, air or warmth?

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Moon Munchies

Lesson 1 Natural Resources on Earth

Elementary School; NASA Engineering Design Challenge: Moon Munchies

4. The teacher shows students a lima bean seed and the tiny plant inside of it. Suggestion: Allow the students to use magnifying glasses.

The teacher asks the following questions: ? What do we need to do to this seed to help it grow? ? How is this baby plant getting its food? ? What will this seed become?

5. The teacher gathers the students in a circle and places a variety of plants in front of them.

The teacher asks the following questions: ? What is the same about these plants? ? What is different about these plants? ? Are all plants the same? ? Where can you find plants? ? Why do you think there are plants on Earth? ? Are plants important to people? ? How do people use plants? ? What do you think plants need in order to grow?

6. Each student receives the booklet, Plants (Natural Resources on Earth 4). The students read page 1, discuss the information on the page and draw a picture. The teacher guides the students through each page in the same manner, allowing time for students to cut their pages out and staple them.

The teacher asks the following questions: ? What natural resources do plants need in order to grow? ? Why are plants important to people? ? What do people get from plants? ? Why do most plants need soil? ? Why do most plants need light? ? Why do plants need water?

7. The teacher asks the students to close their eyes and picture all the plants that provide food for them to eat. Students complete Food From Plants (Natural Resources on Earth 5). Students share their answers. The teacher writes all responses on a piece of chart paper.

The teacher asks the following questions: ? How do people benefit from plants? ? What would happen if Earth did not have plants?

8. Students explore new terms and concepts by reading selected books or listening to the teacher read.

9. Students explore new terms and concepts by viewing selected videos. 10. Students explore new terms and concepts by viewing selected Internet sites.

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Lesson 1 Natural Resources on Earth

Elementary School; NASA Engineering Design Challenge: Moon Munchies

Explanation 1. Students verbally name the natural resources we have on Earth that help plants and humans. 2. Students identify natural resources needed for seeds and plants to grow. 3. Students verbally contribute to a list that identifies plants that provide food for humans.

Extension 1. Students may create a poster, mobile, shoebox scene, short play, song or story pertaining to Earth's natural resources. 2. Students respond to questions on a written assessment, Seeds and Plants on Earth. (Natural Resources on Earth 6).

Evaluation Rubrics guide and assess:

1. Student poster/mobile of Earth, containing all the natural resources. 2. Students written assessment to Seeds and Plants on Earth. (Natural Resources on Earth 6).

Teacher Note: Remember a seed only needs warmth, water and air to begin its growing process. It does not need light in order to germinate. Plants have different needs than seeds do in order to grow. They need more natural resources to survive (soil, sunlight [light], water, air).

Enrichment 1. Students can write a report about Earth. 2. Students can create a skit about the natural resources and the importance of them. 3. Students can make an ABC book about seeds and plants that provide foods for people. They can read it to younger children. 4. Students can research which seeds germinate quickly and/or slowly. 5. Students can research the plants that produce foods that are very nutritious.

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Lesson 1 Natural Resources on Earth

Elementary School; NASA Engineering Design Challenge: Moon Munchies

Lesson 1: Lesson Preparation

Teacher Planning 1. Gather all the items listed in the "Tools/Materials/Equipment" section so that there is enough for four to five groups of students. 2. Make copies of the worksheets/assessments: a. Natural Resources on Earth (Natural Resources on Earth 1)

b. Food From Plants (Natural Resources on Earth 5)

c. Seed and Plants on Earth (Natural Resources on Earth 6)

3. Make copies of the booklets: a. Natural Environment (Natural Resources on Earth 2)

b. Seeds on Our Earth (Natural Resources on Earth 3)

c. Plants (Natural Resources on Earth 4)

Tools/Materials/Equipment Group work:

? Cups of water ? Bags of air ? Cups of soil ? Rocks ? Pictures of animals or worms/bugs in jars ? Variety of plants or pictures of plants ? Natural Resources on Earth 1

Other work: ? Variety of Seeds ? Dry lima beans ? Magnifying glasses ? Chart paper ? Marker ? Natural Resources on Earth (Natural Resources on Earth 1)

? Natural Environment (Natural Resources on Earth 2)

? Seeds on Our Earth (Natural Resources on Earth 3)

? Plants (Natural Resources on Earth 4)

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Lesson 1 Natural Resources on Earth

Elementary School; NASA Engineering Design Challenge: Moon Munchies

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